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National Profile on Alternate Assessments Based on Alternate Achievement Standards:

NCSER 2009-3014
August 2009

Table C21.  What evidence supported the reliability argument in terms of interrater consistency in scoring?


State 1. Statistical analysis
conducted as part of training
2. Statistical analysis conducted
as part of actual scoring
Total1034
Percent25.6489.47
   
Alabama
Alaska
Arizona
Arkansas
CaliforniaX
   
ColoradoX
ConnecticutX
DelawareX
District of ColumbiaX
Florida
   
GeorgiaX
HawaiiX
IdahoX
IllinoisX
IndianaX
   
IowaXX
KansasX
KentuckyX
LouisianaX
MaineX
   
MarylandXX
MassachusettsXX
Michigan1†/—†/X
MinnesotaX
MississippiX
   
MissouriX
Montana
NebraskaX
NevadaX
New HampshireX
   
New Jersey
New MexicoX
New YorkXX
North Carolina
North Dakota
   
OhioX
Oklahoma
Oregon
PennsylvaniaXX
Rhode IslandX
   
South CarolinaX
South Dakota
TennesseeX
Texas
UtahX
   
VermontXX
VirginiaX
WashingtonX
West VirginiaX
WisconsinX
WyomingX
— No.
X Yes.
† Not applicable. State did not have alternate achievement standards for this assessment.
1 More than one assessment used. See explanation in introductory text of this appendix.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Study on Alternate Assessments (NSAA), state data summaries for school year 2006–07.